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Welcome Good Evening

Training & Development

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Would you prefer to work for an organization that has no training possibilities?

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Training Vs Development
Both refer to the learning of job-related behaviour

Training
Focuses on job performance Emphasis is on acquisition of specific KSAs needed for present job

Development
Focuses on personal growth, longer-term development Emphasis is on acquiring KSAs needed for future job or organizational need

Trends Affecting Training

Training and development activities have been increasing
Tight labour market
Organizations compete to attract & retain employees, by offering better T&D opportunities
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New and changing technology new KSAs Globalization training for employees with international assignments

Mergers, acquisitions, restructuring

Jobs change, employees need new KSAs

What is Training?
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Training Process Model

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1. Needs assessment
2. Design training objectives 3. Develop program content 4. Implement training program 5. Evaluate effectiveness of training program

Result Based Training Design Model

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Analyze
Needs Analysis Needs Assessment Performance Analysis Job/Task Analysis Learner Analysis Context Analysis Skill-Gap Analysis

Evaluate
Evaluations Role Reactions Learning Transfer of Training Business Results

Design
Objectives Deliverables Budgets/Schedules Project Management Blueprints/ Prototypes

Results
Learning Performance Financials Strategic

Implement
Train the trainer Classroom Delivery Non-classroom Delivery

Develop
Materials Tests/Assessments Quality Control Production

Analysis Phase
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Need Analysis

Need Assessment

Performance Analysis

Context Analysis

Job Analysis

Learner Analysis

Skill Gap Analysis

Task Analysis

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Need Analysis: investigation into whether training or some other

organizational intervention can solve a problem or enable desired new performance in the work place.

Need Assessment: is the process of determining what knowledge, skills and

attitudes (KSAs) employee need to perform their job.

If lack of knowledge is not an underlying cause of performance problems, then trainers should look at other issues, including management systems, tools and technologies, work processes, job design and performers motivation, to find the cause for the performance problem and recommend solutions.

Performance Assessment: is the broader look at the possible underlying

causes of performance problems.

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Learner analysis: learning styles, culture, values, knowledge & skills levels,
attitude, motivation to learn and perform etc.

Job / task analysis: KSA requirements

Skill-Gap analysis: Gaps between employee KSAs and KSAs required by jobs. E.g.,
performance evaluations, self- or supervisor identification

Context analysis: Size of the group to be trained, facilities available for training,
audio visual aids and equipment available, frequency of course delivery, cost of training delivery and who will bear it, the match between training environment and work environment.

Skill-Gap Analysis Model

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Measure Existing Skills

Develop Skill Profile Develop Plan to Close Gap

G A P

Estimate Future Skills

Develop Vision

Design Stage
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Develop Training Objectives Must include:

The desired behavior
The conditions under which it is to occur Performance criteria

Content and Learning Principles

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Issues to consider
Audience Class size Time availability Cost Training format

Learning principles

Organizational Influences on Transfer of Training

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Relates to trainees outcome expectancies

Will the behaviour lead to desired outcomes?

Rewards, pay, & promotion

Are there rewards for demonstrating the new behaviour?

Environmental constraints / obstacles

Lack of equipment, information, time, etc.

Supervisory and peer support

Reinforce training: provide opportunities, reward Train coworkers together reinforce each other

Organizations learning climate

Learning is encouraged, supported, rewarded, etc.

Strengths and Weaknesses of Few Methods

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Method
Lecture Video Role play Simulation Case study

Knowledge
Yes Yes No Yes Yes

Skills
No No Yes Yes Med

Attitudes
No Yes Yes No Yes

Transfer
Low Med High High Med

Approaches to the Learning Process

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Active Learning

Passive Learning

Simulations Trial & Error Games

Role Plays Drill Practice

Q&A Self Study

Lecture

Evaluating Training Effectiveness

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5 Criteria - Kirkpatricks 4 levels plus 1

1. Reaction
Are participants satisfied with training?

2. Learning
How much has been learned?

3. Attitude Change (no. 1 of Kirkpatricks 4 criteria)

Did training result in attitude change?

4. Behaviour change
Did the learning transfer to the job?

5. Results criteria
Was the training worth the cost to the company?

Training Metrics
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Key metrics for evaluating training programs under the Modified Kirkpatrick Models:
Amount of knowledge acquired Change in employee on-the- job behaviors Change in profitability as expressed through productivity Quality of work, and sales Trainee satisfaction

Calculating Training Return On Investment (Roi)

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ROI - measure of the monetary benefits obtained by an organization over a specified amount of time for a given investment in a training program.

ROI can be used both to justify a planned investment and to evaluate the extent to which the desired return was achieved.
ROI is calculated by making estimates or obtaining measurements of the costs and benefits associated with a training initiative.

Business units can utilize this information and effectively allocate resources to improve performance and ensure organizational success.

Training Metrics
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Alternate metrics for evaluating training programs are the following:

Customer service gains and operational efficiency Internal promotions Return on expectations

Planning training metrics - keep the following CEO-type questions in mind:

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Does training work fast enough to make a difference? Does having a well-trained employee really make a difference in our industry? Does having a well-funded training function help the organization attract and retain the best people?

If the training budget was doubled, would productivity double?